Chinese pre-service teachers' beliefs about hypothetical children's social withdrawal and aggression: Comparisons across years of teacher education

Preservice teachers’ beliefs about young children’s technology use at home

“…Despite being a psychological phenomenon, beliefs do not emerge or shape in isolation but within specific historical, material, and cultural contexts (Mansour, 2008), as well as by chance and anecdotal observations (Nespor, 1987). The importance of studying teachers' beliefs is that beliefs play a significant role in teachers' work: Through its over 60 years of history, research on teachers' beliefs has provided robust evidence on how beliefs guide teachers' decisions and actions in the classroom and influence how and why teachers may or may not incorporate a new curriculum or instructional strategies (Biesta et al, 2015;Fives & Buehl, 2012;Levin, 2015). Thus, not surprisingly, teachers' beliefs have for long been a major branch of research in the educational technology integration context (Tondeur et al, 2017, Levin, 2015.…”

“…First, it expands the thematic scope on teachers' beliefs which is dominated by the research on beliefs about teaching and learning (Kim et al, 2013) thus, neglects other important aspects of teachers' beliefs including those about children's home rearing (Baum & McMurray-Schwarz, 2004) and the essence of teacherhood (Lasky, 2005). Second, as beliefs are shaped by the surrounding culture (Mansour, 2008) having China as the research context provides novel knowledge as the research on EC teachers' beliefs is dominated by studies having Western in-service teachers as participants (Mertala, 2019b;Li et al, 2018).…”

Preschool Teachers’ Cognitions, Emotions, and Tolerance toward Children’s Hypothetical Social Behaviors in the Classroom

“…To date, many studies have examined the cognitions and tolerance (i.e., likelihood to intervene or not) of North American and Chinese elementary school teachers (from kindergarten to eighth grade) toward children's challenging social behaviors using a hypothetical vignette method [7]. Globally, extant research found that teachers displayed the least favorable cognitions and behavioral responses toward physical aggression [5,8,9], that is, children's intent to harm others using physical force [10]. More specifically, teachers were more likely to attribute physical aggression to situational factors but anticipated that this type of behavior would have heightened academic and social costs and would be less tolerated than other types of social behaviors [5,8,9].…”

Special issue: self‐assembly and bioapplications

“…The last decade has witnessed the continuous development of polymer self‐assembly. These building blocks, including natural biomolecules, synthetic molecules, and polymeric micelles, can spontaneously assemble into ordered nanostructures that show promising potential applications in fields of catalysis, energy, optics, and biomedicine 1–6 . Various weaker interactions were employed in polymer self‐assembly systems, resulting in diverse/hierarchical nanomaterials 7–11 .…”

“…Lin et al . summarised the self‐assembly mechanism of block copolymers (BCPs), highlighted the polymerization‐induced self‐assembly (PISA) method, and outlined the rich diversity of applications of BCPs nanoassembles 1 . Liu et al .…”